Counseling, Higher Education & Special Educationhttp://hdl.handle.net/1903/70972016-12-10T01:09:47Z2016-12-10T01:09:47ZMinimal Brain Dysfunction with Hyperactivity: a Comparison of the Behavioral and Cognitive Effects of Pharmacological and Behavioral TreatmentsBradbard, Gail Susanhttp://hdl.handle.net/1903/189032016-12-01T03:38:19Z1973-01-01T00:00:00ZMinimal Brain Dysfunction with Hyperactivity: a Comparison of the Behavioral and Cognitive Effects of Pharmacological and Behavioral Treatments
Bradbard, Gail Susan
It was the aim of the study: to compare the behavioral
and cognitive effects of pharmacological and behavioral
therapies in the short-term, clinical treatment of minimal
brain dysfunction; and, to compare the behavioral and cognitive
effects of stimulant (methylphenidate) and
antidepressant (imipramine) drugs in the short-term,
clinical treatment of minimal brain dysfunction.
Twenty-nine boys, ranging in age from 6 through 12 years,
with the diagnosis of minimal brain dysfunction with hyperactivity,
were randomly assigned to three treatment groups:
imipramine, methylphenidate, or behavior modification. The
total time of treatment for each child was 6 weeks.
For subjects within the imipramine and methylphenidate
groups, medication dosage was individually titrated by a
child psychiatrist. (Range: 75- 150 mg/daily of imipramine,
10- JO mg/daily of methylphenidate.)
Parents of subjects within the behavior modification
group individually met with an experimenter l hour per week.
Behavioral principles were discussed, problem behaviors
targeted, and behavioral programs devised for implementation
during the treatment period.
Subjects assigned to behavior modification were also
individually seen once weekly. The first part of a session
focused on behavioral control, following the method of
behavior rehearsal. Working from problem areas targeted by
parents, the subjects and experimenter discussed specific
encounters, and then reenacted these incidents, rehearsing
alternative, adaptive behaviors. The second part of a session
was devoted to cognitive control, with training in
self-directed verbal commands instituted. On tasks of trail
making, matching pictures, and embedded figures, subjects
verbally cued themselves to delay and to consider requirements
before attempting a solution, with reinforcement
contingent upon responses correct on initial trial.
For all groups, prior to and following treatment, behavioral
and cognitive measures were obtained: parents
completed a behavior rating scale, the Parent's Questionnaire;
teachers completed the School Report, assessing
behavior and academic achievement; and subjects were
administered a battery of psychological tests which included
the Wechsler Intelligence Scale for Children, Wide Range
Achievement Test, Porteus Maze Test, Bender Gestalt Test,
Developmental Test of Visual-Motor Integration, and Draw-APerson.
Analysis of the data from teachers' global ratings of
behavior indicated the superiority of pharmacological
treatment in comparison with behavioral treatment. Within
the cognitive area, based on teachers' global ratings of
academic achievement and the Porteus Maze Test, pharmacological
treatment was again shown superior. Isolating
specific group effects, contributing to the major portion
of the variance between pharmacological and behavioral
treatments was the superiority of methylphenidate to behavior
modification. Further research was felt necessary
concerning the therapeutic comparability or lack of
comparability of imipramine and behavior modification treatments.
Between imipramine and methylphenidate treatments, based
on teachers' ratings of hyperactivity and global ratings of
both behavior and academic achievement, differential effects,
in favor of methylphenidate, were suggested. Thus, the comparability
of imipramine and methylphenidate treatments in
terms of both behavioral and cognitive effects was felt to
be in question.
Results were discussed in terms of the bounds of the
design, procedure, and measurements. Qualifications were
noted concerning statistical power, Type I error, the
relative rather than absolute efficacy of the treatments,
and the validity of the measurements.
Application and research implications were presented.
The need for continued research into the application of
behavioral programs with MBD children, both independent of
and in conjunction with pharmacological treatment, was
stressed, with suggestions provided as to the clinic-based
and, to a limited extent, school-based implementation of
such programs.
1973-01-01T00:00:00ZAn Explanatory Study of the Institutional Factors Relating to the Quality of Social Greek Letter SocietiesZacker, Terry Yorkhttp://hdl.handle.net/1903/188992016-12-01T03:38:27Z2001-01-01T00:00:00ZAn Explanatory Study of the Institutional Factors Relating to the Quality of Social Greek Letter Societies
Zacker, Terry York
This exploratory study sought to describe which institutional interventions
and/or factors seem to make a difference in high quality Greek (fraternity and sorority)
communities. The research provided a descriptive analysis of the institutions which
host Greek letter communities identified as promoting the positive ideals of the Greek
experience. Through a revised Council for the Advancement of Standards Self
Assessment Guide (CAS-SAGR) measurement tool, several factors important to
Greek community success were postulated. The institutions were identified by experts
familiar with the fraternity and sorority arena (e.g. national executive directors of
fraternities and sororities, Association of Fraternity Advisors national board members)
as hosting Greek letter communities with chapters which embody the ideals and
founding principles ofleadership, service, academic excellence, and
character/personal development; and have Greek self-governance systems of high
quality.
Greek communities from sixteen campuses were selected as those that best
represented high quality fraternity and sorority systems. Four individuals at each
campus completed the CAS-SAGR instrument. The CAS-SAGR instrument included
14 categories which represented dependent variables in the study. Each category
contained several items which asked respondents to rate the importance of the item to
their Greek community and how well they accomplished the variable. The data from
these surveys were analyzed using Manovas and several correlations based on the
independent variables of size and type (e.g. public or private). The results of the
Manovas showed no statistical significance for either variable of size or type which
suggests more similarities between quality Greek communities. Additionally,
Cronbach alphas were applied to the CAS-SAGR instrument to provide an initial
screening for reliability. Of the fourteen categories of measurement on the CASSAGR,
eleven had alpha scores above .60.
The identification and description ofthe 16 institutions, representing varied sizes
and types, which host high quality Greek life communities, provides practitioners with
prototypes for Greek systems to use when looking at improving their Greek
community. The results of this research provide "models" of Greek communities
where the founding principles and ideals may be approximating realization.
2001-01-01T00:00:00ZRACISM IN DIGITAL ERA: DEVELOPMENT AND INITIAL VALIDATION OF THE PERCEIVED ONLINE RACISM SCALE (PORS V1.0)Keum, Tae Hyukhttp://hdl.handle.net/1903/187852016-09-10T02:36:42Z2016-01-01T00:00:00ZRACISM IN DIGITAL ERA: DEVELOPMENT AND INITIAL VALIDATION OF THE PERCEIVED ONLINE RACISM SCALE (PORS V1.0)
Keum, Tae Hyuk
Racism continues to thrive on the Internet. Yet, little is known about racism in online
settings and the potential consequences. The purpose of this study was to develop the
Perceived Online Racism Scale (PORS), the first measure to assess people’s
perceived online racism experiences as they interact with others and consume
information on the Internet. Items were developed through a multi-stage process
based on literature review, focus-groups, and qualitative data collection. Based on a
racially diverse large-scale sample (N = 1023), exploratory and confirmatory factor
analyses provided support for a 30-item bifactor model with the following three
factors: (a) 14-item PORS-IP (personal experiences of racism in online interactions),
(b) 5-item PORS-V (observations of other racial/ethnic minorities being offended),
and (c) 11-item PORS-I (consumption of online contents and information denigrating
racial/ethnic minorities and highlighting racial injustice in society). Initial construct
validity examinations suggest that PORS is significantly linked to psychological
distress.
2016-01-01T00:00:00ZSTORYTELLING, EMOTION UNDERSTANDING, AND KINDERGARTNERS’ SOCIAL COMPETENCELashley, Arianna Lakeishahttp://hdl.handle.net/1903/187792016-09-10T02:36:14Z2016-01-01T00:00:00ZSTORYTELLING, EMOTION UNDERSTANDING, AND KINDERGARTNERS’ SOCIAL COMPETENCE
Lashley, Arianna Lakeisha
Interpreting others’ emotions is theoretically foundational for children’s social competence, yet little research contrasts Emotion Understanding (EU) types against their theoretical correlates. This study investigated kindergartners’ situationistic EU (attributing emotions based on external events) and mentalistic EU (attributing emotions from others’ mental states) in relation to Theory of Mind (ToM) and social skills, as rated by parents and teachers. The EU measures were expected to have low associations with one another and to relate differently to ToM and select social skills. Mentalistic EU was expected to be an important predictor of teacher-rated social skills. Results supported the hypothesis that mentalistic EU and situationistic EU are distinct constructs. However, both relate to ToM. Furthermore, while ToM and situationistic EU variables were included in the regression model, only vocabulary and mentalistic EU were significant predictors for teacher-rated social skills. Results indicate the importance of mentalistic EU in aspects of kindergartners’ social competence.
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